Influence Of Left-behind High School Students’ Teacher-student Relationship For Emotional Adjustment

High school students are in the stage of early youth of adolescence, which is a transitional stage of individual development, as well as an important stage of individual growing. Their physical and mental development has the characteristics of volatility and imbalance. As a special group during the transition period, the left-behind high school students are different from common high school students in the aspects of emotional adjustment ability and positive psychological capital. Teacher is the representative of authority and rationality in the main interpersonal relationships during the high school. And good teacher-student relationship can remove the negative impacts from the lack of emotional support from parents for left-behind high school students to some extent, as well as guide the healthy mental and physical development of left-behind high school students.Through survey in teacher-student relationships, emotional adjustments and positive psychological capital status of 10 th and 11 th grade students, this study aims to find differences in teacher-student relationships, emotional adjustments and positive psychological capital status between left-behind high school students and common high school students, to explore in-depth the correlativity between teacher-student relationships, emotional adjustment, and positive psychological capital. It plays a guidance role for teachers to establish positive teacher-students relationships with left-behind high school students, benefits the left-behind students to improve the ability to deal with the relationship between teachers and students, enhance emotional adjustment capacity and increase positive psychological capital levels, thus promotes the development of the high school mental health education.This study uses the Teacher-Student Relationships Scale, Adolescent Loneliness Questionnaire, Interaction Anxiousness Scale, Center for Epidemiological Studies Depression Scale, Satisfaction with Life Scale, Positive and Negative Affect Scale and Positive Psychological Capital Scale, conducts random sampling questionnaires for 912 10 th and 11 th grade students from 4 high schools in Xiangxiang City, Shaoshan City, and Yueyang City, Hunan Province. The results show that: 1. Left-behind high school students exists significant difference in depression, social anxiety and negative emotions of emotional adjustment; 2. There is a significantly correlation between teacher-student relationships, positive psychological capital, and positive emotional adjustment; 3. How difficult the teacher get close to left-behind high school students in the teacher-student relationship can significantly and positively predict the positive emotional adjustment problems of left-behind high school students; while the teacher-student relationship status has an obvious negatively predictable function to their negative emotional adjustment; 4. There is a positive correlation between positive psychological capital and positive emotional adjustment, a significantly negative correlation between positive psychological capital and negative emotional adjustment, and positive psychological capital has significant predictive ability to emotional adjustment; 5.Positive psychological capital is a partial mediator between teacher-student relation ships and emotional adjustments.The above results verified that the emotional adjustment ability of left-behind high school student is inseparable from teacher-student relationship and positive psychological capital. Class adviser should pay more attention to communication with left-behind high school student during the daily education and teaching, conduct positive psychological guidance, develop their positive psychological capital, and establish good teacher-student relationship.